includes both physical access and the ability to use the technology and make sense of the information (i.e., computer literacy)
Brock et al argue against the idea of a digital divide, referring to it as a deficit model. Instead they propose that "the articulation of cultural touchpoints promoting a more diverse set of beliefs will raise ICT participation rates by underserved populations" ( 1056-1057). I believe they are saying that technical capital is a way to increase participation.
Brock, Andre, Kvasney, Lynette and Hales, Kayla (2010)
pg 1051
participants valued that facebook/internet was free so financially accessible even if you don’t have money
although our participants did not identify an access issue because they know where to access free internet (e.g., community agencies and the public library) an article reminds us that that’s not the same kind of access as 24/7 in your own home
how are the new literacies a part of using these tools?
Learners will need to learn computer basics first/alongside using social networking (e.g., computer literacy)
We saw a number of anecdotal references to how new literacies were developed simply through the use of the SNS.
Example: One student in the low-income high school group spoke about how she learned about the privacy settings in MySpace.(digital citizenship)
Greenhow and Robelia (2009) pg 135
In a study exploring the experiences of severely mentally ill learners of computer skills, they found that the biggest challenges were the fear of something new and of breaking the computer, difficulties with concentration and memory, and the need for flexibility and individualization in delivery of the training. Participants also reported that being able to use the computer helped them to feel included in the larger culture and that learning to use the computer increased their self esteem.
Koblick, Monica, Sean Kidd, Joel Goldberg, Bruno Losier (2009)
learners with grade 4-5 literacy level seem to be more successful using social networking (staff focus group
there don’t seem to be gender or generational access issues arising
however, there may be a gender differences in how social networking is used and the possibilities for “voice” for women and other marginalized groups is noted in the literature
what about race etc?
"the power of the blog as a tool for empowering women lies in its ability to provide an avenue for women to express themselves and connect with other women. The ability to write anonymously is regarded as an important factor in enabling women to share their experiences and opinions honestly and openly." (as in anonymous comments)
Somolu, 2007
Article on HIV/AIDS is also applicable to adult learners and social media. The commonality is that when one is marginalized in one area often there are overlaps. Although they are able to access free internet there is often a time limitation. This will probably make the whole process of using the internet/social media even more challenging for new learners.
The skills required to close the digital divide in the HIV/AIDS arena are the same skills required to close the digital divide in adult learning and social media. Developing skills for identifying relevant information, analyzing information quality, using info to improve individual situations.
Disabled people are often unable to to use the library with the same equality as non-disabled people due to physical access, media formats and services communication.
Skat Nielsen and Irvall (2005) pg 2
Physical access refers to physical access and mobility in all parts of the library. This includes wheel chair accessibility, access for visual impaired people, hearing impaired individuals should also be able to find their way around the library. Also, a person with dyslexia should be able to be able to get around the library.
Skat Nielsen and Irvall (2005) pg 4
Media formats should include talking books, large print, braille books, easy to read books, videos with subtitles or sign language. Computers should be able to be used with all kinds of disabilities. Consideration for disabilities would mean having adaptive keyboards and overlays. Other possibilities include synthetic speech, enlarged text, braille keyboard.
Skat Nielsen and Irvall (2005) pg 6
Service and Communication should be available for both able bodied and disabled patrons equally. Staff should be trained and be given information about disabilities as part of their job training.
Skat Nielsen and Irvall (2005) pg 6
One study felt that the Digital Divide was the largest segregating force in the world today but equally important might be how is this linked to ses, race, and gender segregation etc.
Sipior, Ward, Connolly (2010) pg 22
Perceived access difficulties can influence the use of personal technology.
One study found that having a lower income and being Black/Hispanic individuals thought the internet was more expensive. But this same study also found no major link between access barriers and the internet. It was hypothesized that perceived beliefs that the internet is costly to use and hard to use negatively impacted visitation to e-government websites.
Sipior, Ward, Connolly (2010) pg 26
Community appears to play an important role in residents taking responsibility fostering initiatives that create computer literacy and access.
Sipior, Ward, Connolly (2010) pg 27
A report by Pew Hispanic Centre found that there is a link between between internet connectivity and the language spoken. This is was found to very much be the case among immigrant populations in the U.S.
Fox & Livingston, (2007)
The aboriginal community is virtually invisible and little is available on the aboriginal community and SNS. It appears that some of the same problems that the aboriginal community happen again in the digital world.
"Young people use social software like blogs, SNS and online communities more than the oldelr people, leader to an intergenerational "digital divide (1)".
Pfeli, Arjan, Zaphiris (2008) pg1
Selwyn criticizes the dichotomy of the 'digital divide' as too simplistic. He examines the 'digital' and identifies that ICTs include a wide variety of digital technologies as well as digital content. It is misleading to lump them all into one category. In terms of the 'divide' he contrasts 'access' with 'use' and 'use' with 'meaningful use' which he refers to as 'engagement' (pg 349) in which a user uses a some degree of control and choice over the technology leading to significant utility to the user. Finally he considers the impact and consequences of engagement with ICT and suggests using the Framework of inclusion as a way to gauge this. (production activity, political activity, social activity, consumption actiivtiy and savings activities- he cites Bergman, Oppenheim, Walker for this) pg 350-351
Selwyn, 2004
Slwyn offers "Stages of the digital divide" as a more sophisticated view. I don't see these as linear, however the stages include
Formal or theoretical access to ICTs and content-what is available in theory
Effective access-what people actually feel able to access; may or may not be meaningful use
Engagement with ICTs and content: meaningful use
outcomes- the actual and perceived consequences: immediate/short term and medium/long term consequences
Selwyn, 2004
Selwyn uses Bordeau's concept of economic, cultural and social capital as the framework to discuss the factors that influence the meaningful use of ICT and content. He refers to 'specific technological forms of cultural capital' . He cites Hesketh and Selwyn and Howard as authors who have suggested that technological capital is a 'subset of , and an addtion to, Bourdieu's cultural, economd and social forms of capital' (354)
Selwyn, 2004
There are more recent articles by Selwyn that I think we need to look at. His analysis is good but the idea he is suggesting in this paper seem a bit shaky but I bet he has worked them out over the years.
Digital Divide
pg 1051